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Educator’s Guide With Common Core State Standards Correlations Answering the Cry for Freedom “tells the story of a hidden chapter of the American Revolution” (page 7). As Patriots in the colonies battled the British for America’s freedom, the thirteen people whose lives are featured in this history took risks, faced hardships, and won victories in their own personal struggles for liberation. In this book, you and your students will meet men and women, slaves and free African Americans, northerners and southerners, farmers, a sea captain, preachers, and a poet—who all believed that people should be free and equal, and who dedicated their lives to gaining freedom and equality for themselves and other blacks at the very start of our nation. Including their stories in your study of American history will expand and enrich your students’ understanding of the events and the times. They will discover that the ideals on which the nation was created were not universally applied, and that often, many people had to struggle to widen the vision of our Founding Fathers. In this narrative you’ll find connections to many curriculum areas: social studies, history, geography, art, reading, writing, vocabulary, research, critical thinking, and speaking and listening. This guide offers activities, discussions, and questions to help you implement those connections and reach Common Core standards. Before Reading Present the class with a quote by Alexander Hamilton. In an article called “The Farmer Refuted,” which Hamilton wrote in response to a Loyalist statement in February 1775, he said: “There is a certain enthusiasm in liberty that makes human nature rise above itself, in acts of bravery and heroism.” Ask the class what the statement means. Then introduce Answering the Cry for Freedom: Stories of African Americans and the American Revolution. Tell your students that the thirteen African Americans who are presented in the book wanted to be part of the spirit of liberty that the American War for Independence represented. But, as slaves, they were excluded. Even so, they acted bravely and heroically to win their own freedom. [RH 6.5] Language Arts: Reading, Vocabulary, Writing; Social Studies: History Each chapter in Answering the Cry for Freedom has terms and words that may be unfamiliar to your students. Below are ten of these terms from the chapter on Boston King. As your students read the book, have them find ten new words or terms in each chapter. A vocabulary study card should be made for each word. They should write the word or term on the front of the card, and note its part of speech and definition. On the back of the card, students should write the sentence from the book where the word appears and an original sentence using the word. Combine all of the terms your students find into a master glossary for the class. Vocabulary from Chapter 1, Boston King: • plantation • militia • Black Loyalists • quill pen • apprenticed • abolitionist • memoir • smallpox • Nova Scotia • Sierra Leone [RI 6.4; RH 6.4] Questions of Fact Language Arts: Reading, Social Studies, History These questions give you an opportunity to check in on how well your students are following, understanding, and retaining the book. Tell the class that they should answer these questions with specific examples and information from the text. 1. What was Agrippa Hull’s relationship with Mumbet? 2. Why did Mumbet discard her name and rename herself Elizabeth Freeman? 3. What was the job of African American recruits in the Continental Army? 4. Why did James Armistead adopt the surname of Lafayette? 5. How did Phillis Wheatley learn to read and write? 6. What was the purpose of the Fugitive Slave Law enacted by Congress? 7. Why did Ona Judge leave the comfort of George Washington’s household to run away and live in hardship? 8. What was Prince Hall’s legacy? 9. Why did the British issue proclamations offering freedom to slaves owned by Patriots? 10. Why did Sally Hemings agree to remain a slave of Thomas Jefferson rather than seek freedom? 11. How was Jarena Lee different from traditional African American preachers? 12. What did it take for Jarena Lee to convince Richard Allen, a minister in the African Methodist Episcopal Church (AME), to allow her to preach? [RI 6.1, 6.2, 6.3, 6.4] Discussion Questions Language Arts: Reading; Speaking and Listening; Critical Thinking; Research Open a discussion about political activism. The thirteen African Americans profiled in Answering the Cry for Freedom worked toward liberty individually. It is likely that your students are familiar with the civil rights movement, where people came together to make changes in society. Your students should compare and contrast the two different approaches. Which do they think is more dangerous? More effective? If your class wanted to address a social problem, how would they go about it? [SL 6.1, 6.2, 6.3] Answering the Cry for Freedom profiles six women and seven men. Discuss how the situations of female and male slaves were the same. How did they differ? Do your students think the opportunities to win liberty were better for one sex or for the other? Why? [RI 6.1, 6.2, 6.3, 6.4, 6.8; SL 6.1, 6.3] At the beginning of the Revolutionary War, African Americans’ roles in the military were primarily as servants of officers or as “pioneers,” who dug fortifications, built and repaired roads, and foraged for food. Have groups of students research, prepare reports, and then discuss the similarities and differences of the roles African Americans played in these wars: • Civil War • World War I • World War II • Korean War • Vietnam War • Gulf War • Wars in Afghanistan and Iraq [RI 6.1, 6.2, 6.3, 6.6, 6.7, 6.8; W 6.1, 6.4, 6.6, 6.7, 6.8; SL 6.1, 6.2, 6.4] Activities Social Studies: Geography; Language Arts: Close Reading; Cooperative Learning Author Gretchen Woelfle traveled from Virginia to Nova Scotia visiting plantations, towns, and cities to track down traces of the African Americans she was going to write about. She found that some went from the South to Nova Scotia to Africa; one went from Virginia to Paris, France, and then back to Virginia; and others stayed in one place or close by. Divide your students into thirteen pairs or groups of three (depending on the size of your class). Assign each team one of the subjects in Answering the Cry for Freedom. They should read that person’s chapter closely. They should then label small flags with their subject’s name and place them on a class map to indicate the places she or he lived or traveled. [RI 6.1, 6.7] Language Arts: Research; Writing; Speaking and Listening; Cooperative Learning When Mumbet sued for her freedom from Colonel John Ashley, it was a momentous occasion in American history. It was the first time slavery was ruled illegal in an American court and set the stage for the abolition of slavery in Massachusetts. Using the chapter on Mumbet in the book and further research on the Internet, your students can work together to write and perform a short play based on this event. Everyone should do the research and gather notes about the event and people involved. Students can participate as script writers, actors, scenery and costume designers, directors, stage managers, etc. Invite your students to take literary license and include dialogue that they imagine might have happened in the courtroom and between characters. They should consider dialogue between Mumbet and Brom about the nature of the suit, talk among the spectators in the courtroom, deliberations in the jury room, etc. Consider recording the performance and posting it to your school’s website. Characters are: • Mumbet • Brom • Colonel John Ashley • Mrs. Hannah Ashley • Theodore Sedgewick • the judge • members of the jury • spectators • newspaper reporters The following websites will be useful for research: http://www.massmoments.org/moment.cfm?mid=244 http://www.mass.gov/courts/court-info/sjc/edu-res-center/ jn-adams/the-mum-bett-case.html http://www.mass.gov/courts/court-info/sjc/edu-res-center/ abolition/abolition-4-gen.html http://www.elizabethfreemancenter.org/who-we-are/ elizabeth-freeman/ [W 6.3, 6.4, 6.5, 6.7, 6.9; SL 6.1, 6.2, 6.4, 6.5, 6.6] Social Studies: Community Engagement, Citizenship; Language Arts: Research; Persuasive Writing; Speaking and Listening Suppose there is a movement in your community to erect a memorial in honor of African Americans who have dedicated their lives to fighting against discrimination and injustice. The Americans you have read about in Answering the Cry for Freedom should certainly be considered for inclusion in that memorial, but how many people in your community have heard of them? It is your students’ job to educate their fellow citizens about these remarkable people and their contributions. Each student should select one of the thirteen people featured in the book and advocate for his or her inclusion in the memorial. Your students should use the book as a starting point and go beyond it with research from other sources: books in the library, newspaper archives, and the Internet. Students should prepare and then present oral arguments of their work. [W 6.1, 6.3, 6.4, 6.6, 6.7, 6.8, 6.9; SL 6.1, 6.2, 6.3, 6.4, 6.5] Language Arts: Writing; Speaking and Listening; Cooperative Learning; Social Studies: History The meaning of freedom and the route to achieving it was different for each of the thirteen African Americans written about in Answering the Cry for Freedom.
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